K-5 Developmental Writing Expectations ( Do NOT Use for Performance Evaluation Or Grading

K-5 Developmental Writing Expectations(Do NOT use for performance evaluation or grading.) 81998.(2010 rev).Sara Heisler NAME______

Descriptors define 2nd semester proficiencies for unassisted 30-minute prose writing on accessible topic.Proficiency meets all criteria in box and grades below, with minor errors allowed.Above rating box, mark grade level

+ semester(1F=Gr.1, Fall; 1S=Gr. 1, Spring). APossibly at-risk@ is 4 of 8 ratings at 2full years below grade (2nd sem.4th grade=4 of 8 ratings at K-2). “Possibly advanced”=2 full years above. After assessing developmentally, start group at boxes for current overall level. Aim group instruction to show both proficiency at current level and mastery of next box up, but guide all to reach essential proficiencies for their personal next-level-up until at grade level. Do not use for performance rating/grading; however, use criteria to guide appropriate level of performance descriptors. See additionalinformation for coordinating performance criteria and K-12 writing program use.

GRADE IN SCHOOL: / (Pre-K) / By End of
Kindergarten / By End of Grade 1 / By End of Grade 2 / By End of Grade 3 / By End of Grade 4 / By End of Grade 5
QUANTITY OF IDEAS
Ability to generate and develop ideas about a topic. Breadth=different ideas that widen meaning/perspectives. Depth=details about one idea that clarify or deepen meaning. Rate ideas only: Ignore structures, expression, conventions. May markOT for off-topic or off-task; B for blank response.
Ignoring placement, spelling, or printing, response has at least 6 decipherable words, or 2 phrases, or 1 subject-predicate idea. / Subject-predicate ideas.
Ignoring errors, at least 3 subject-verb-object (or complement) ideas in entire response also have 1+ modifier (adj./adv./phrase). / Developing complete ideas. Ignoring sentence structure or punctuation, at least 6 complete ideas in entire response include 1 or more modifying phrase or clause. / Developing topic. At least 6 complete ideas in entire response include 2+ phrases or 1+ clause that add details. Ignore repeated ideas and sentence/punctuation errors. / Developing details, support.
Many phrases, clauses, and complete ideas add details to develop topic or main ideas. Overall, breadth or depth emerging. >150 wds/30 min. / Developing main ideas for topic. Many detail ideas add breadth or depth to each main idea. At least 1 main idea could be a separate paragraph. >200 words/30m.
QUALITY OF IDEAS
Ability to focus critical and creative thinking to develop topic and genre. (See thinking patterns in box below.) K-5: aim for relevant, original ideas based in reality. 4-5: ideas also sense purpose and audience. Ignore structures, expression, conventions.
Most word, phrase or sentence ideas relate to topic and task. Ideas may be simplistic or repetitive. / Ideas relate to topic, task. Avoids repetition or listing. Basic thinking: statements/ opinions developed by at least 1 detail/reason/fact… / Ideas directly relate to topic/ task. Developing purposeful thinking: adds feeling/action/ thought/talk details,reasons,description; facts;more info. / Developing relevant ideas for topic, task, genre, purpose. Purposeful thinking evident in basic rhetorical, reasoning, and/or formulaic patterns. / Relevant ideas. Developing support throughevidence (fact, detailed description, testimony, statistics…) or reason (if/then, example, predict, similarity/diff.) / Sense of audience in ideas. Developing basic: summary vs. “ ” or paraphrase, logical vs. illogical, opinion vs. fact, short vs. long-term views...
GENERAL STRUCTURES
Orders topic, main, and detail ideas to connect ideas and thinking pattern(s): Rhetorical/Purpose (define, compare, relate, circumstance, give testimony/ proof); Reason (inductive, deductive); Formulaic (by time, importance, form, senses, subject, general-specific, etc.)
Very basic thinking patterns in words (sequence, big idea to detail or vice-versa, name to action, etc.) / Basic thinking pattern(s) suggested in idea order or words (first-last, little-big, red-blue, yesterday-today). (Ignore repetition, other errors.) / Beginning, middle, sense of ending. Basic thinking pattern(s) evident in sentence ideas and words (both, or, because, not like). / Ending avoids exact beginning words. Indents paragraph(s), new speaker. Basic pattern(s)have related connectors (while, for example, same/different…) / Clear beginning, middle, end. Common thinking patterns group ideas. Developing related connectors-structures. (if-then,one rule/cause.., since...) / Connected beginning, middle, end. Common thinking patterns have matching connectors ( words/phrases/ clauses) with structures.
SENTENCE STRUCTURES
Orders words, phrases, clausesand punctuation marks for correct sentences, clear meaning. Sentence punctuation includes beginning capital, end marks, comma and quotation marks. Proficiency allowsminor errorsat and below grade level. Ignore any above-grade errors.
Ignoring punctuation or lack of sentences, words sense subject-verb-object (or subject complement) order. At least 1 first-word capital. / Controls basic subject-verb-object/complement order with 1 modifying word or phrase (adjective to noun, adverb by verb). First word capital and end mark (.? !). / Controls structure, end (.? !) inbasic simple, compound, complex sentences. Uses commas in basic compounds, an even series (1-2 words), in dates, before a quotation. / Controls structure, punctuation in three basic sentence types. Comma for basic introductory and inserted clause, in-text address. Punctuates simple dialogue, quotations (,.!?“ ”). / Combines appropriate ideas into one sentence. Avoids run-on, fragment, misplaced words. Necessary comma for intro-ductory/inserted phrase. Uses quotation vs. “telling” structure. / Common word, phrase, clause,structures. Comma for easier uneven series, equally modifying adjectives, interjections. Simple series colon(:). (I have 4 pets: …)
VOICE IN EXPRESSION (4P’s)
1.POV: 1st, 2nd, 3r.d person point of view
2.Perspective: past, pres., future tenses 3.Personality:attitude/tone/characterization 4.Person: author, narrator, character or speaker Apictured@ by reader (cat, dad)
Expresses own ideas, does not copy from peers or posted items. / AI/me@ and modifiers reveal attitude and express self. Past, present, future verbs. / Many modifiers and details imply person, tone, time perspective, point of view. / Sense of 1st, 2nd, 3rd POV. Basic past/present/future verbs are consistent. Clear tone. / Clear POV, time perspectives. Uses thoughts, words, actions to reveal personality, person. / Own/assumed voice has 4 clear elements; avoids glaringshifts. Complex verb forms.
STYLE OF EXPRESSION
Effective choice of words, details, and techniques to enhance voice and meaning. Consider use or alteration of grammar rules, fluency, rhythm, sounds, and literal/figurative devices that alter word order or meaning (parallelism, repetition, exaggeration, alliteration, simile, irony, apposition…)
Allow repetitive noun-verb style with at least 1 adverb, adjective or prepositional phrase in entire response (big,sad, red, for mom…) / Overall, uses 7 parts of speech(singular, plural, possessive). Adds primary words and phrases to sentences to avoid repetitive noun-verb-object/complement style. / Variety in most first words. Many modifying words, phrases, clauses. Regular/ irregular noun, pronoun, verb forms and comparisons(I-me-mine, tell-told, more-most,) / Variety in sentences. Common subject-verb, noun-pronoun, comparative modifiers, objective and possessive pronouns agree (their, me, its). No double negatives. / Intentional words for clear meaning (specific nouns, verbs, modifiers). Simple techniques (similes, sounds). Related and separated words agree in common sentences / Developing intentional word, structure, sound techniques for clear meaning (puns, alliteration, repetition…). Words/phrases agree in number, gender, case, tense.
SPELLING CONVENTIONS
Capitals, homonyms, homophones, homographs, apostrophes, hyphens. Proficiency means words at and below grade level spelled correctly with minor errors. Ignore above-grade misspellings.
Letters match most dominant sounds. Familiar words/plurals. Caps I, known names. / Spells initial/medial/final sounds, simple 1-syllable words, added suffixes. Capitalizes names, day/mo. / Spells sounds, prefix/suffix. Easy contractions and ’s. Caps geographic/product/ business names and holidays / Spells primary words, prefix, suffix, changed endings (-e,y-I,-oes, f-ves), contractions, --’s or s’. Caps for title words. / Spells elem. 1-and 2-syllable words. Common homophones, commonly confused words, compounds. Most capitals. / Elementary 1-2-3-syllable words, blended sounds, common hyphen words, plural ’ words (A’s, 3’s).
TEXT CONVENTIONS
Format and appearance elements. Proficiency allows minor errors at and below grade level. Ignore above-grade errors, sentence structure, spelling, punctuation, grammar.
Most letters recognize-able; attempts left to right, top to bottom. / Legible upper/lower-case letters; some word spacing. 4 margins, left ≈ straight. / Letter spaces. Friendly letter date, salutation, close. No random/emphasis capitals. / Spaces words, sentences, indents. Number rules. Time, $, % symbols. ATitle@ vs. Title. / Handwrites 4+ words per line.Syllable hyphen at end of line. Abbreviations, acronyms. / Legible. Neat. Uses commonconventions, symbols. TypedTitle vs. handwritten Title.

6-12 Developmental Writing Expectations (Do NOT use for evaluating or grading) 8 1998. (2010 rev.)Sara Heisler NAME______

rating box (1F=Gr.1, Fall; 1S=Gr. 1, Spring). APossibly at-risk@ is 4 of 8 ratings at 2 full years below grade (2nd sem. 6th grade=4 of 8 ratings at K-4). “Possibly advanced”=2 full years above. After assessing developmentally, start group at boxes for current overall level. Aim group instruction to show both proficiency at current level and mastery of next box up, but guide all to reach essential proficiencies for their personal next-level-up until at grade level. Do not use for performance rating/grading; however, use criteria to guide appropriate level of performance descriptors. See additional information for coordinating performance criteria and K-12 writing program use.

GRADE IN SCHOOL: / 6 By End of Grades 7 / 8 By End of Grades 9 / 10 By End of Grades 11-12 / 11-12 College Prep, College 13+
QUANTITY OF IDEAS
Ability to generate and develop ideas about topic. Breadth=different ideas that widen meaning/perspectives. Depth=details about one idea that clarify or deepen meaning. Ignore structures, expression, conventions. May mark OTfor off-topic/off-task; B for blank response.
Developed ideas: General introduction. Developing depth or breadth for each main idea in body. Balances emphasis in main ideas to fit topic and lead to ending. >250 words/30 min; succinct style may be less. / Well-developed ideas: Complete introduction. Depth and/or breadth fully develops each main idea in body. Balances emphasis in main and supporting ideas to fit topic, conclusion, effect. >300wds/30min.; succinct style may be less. / Complete and balanced ideas in breadth and depth fully develop controlling idea and lead to logical conclusion/end and intended effect. 350-400 words in 30 minutes, but credit clarity over volume. / Complete, well-balanced ideas in breadth and depth fully develop controlling idea and lead to logical ending and effect. Expect > 400 words in 30 min., but credit clarity over volume.
QUALITY OF IDEAS
Ability to focus critical and creative thinking to accomplish purpose. Chooses ideas that appeal to audience knowledge and attitudes. Ideas (including fantasy and intentional faulty thinking) grounded in realities, truth, valid reasoning. Ignore structures, expression, conventions
Credible, relevant ideas sense audience and genre needs. Emerging from self to audience views. Avoids overuse of paraphrase/ “ ” vs. summary. No glaring plagiarism, contradiction, either-or fallacy, faulty generalizations, etc. / Focused ideas address audience needs. Combines critical and creative thinking from a broadening perspective to accomplish purpose. Defines key terms, bias, qualifies, supports claims. Avoids false ideas, causes, assumptions, etc. / Precisely focused ideas appeal to audience attitudes, knowledge. Integrates logic, critical and creative thinking from broad perspectives. Avoids half-truths, fallacies, invalid thinking, vague/misleading words. / Controlled focus with a sense of logical, ethical, emotional appeals. Integrates logic, critical and creative thinking from a sense of universal perspectives to influence via truth and valid reasoning.
GENERAL STRUCTURES
Orders controlling, topic, main, detail ideas, visuals, etc. to connect ideas and thinking pattern(s): Rhetorical/Purpose (define, compare, relate, circumstance, testimony); Reasoning (inductive, deductive, abductive, etc.); Formulaic (by poetic forms, subject, senses, general to specific, importance, time/flashback, etc).
Ignore ideas, expression, conventions.
Structure matches common prose tasks and genres. Developing appropriate connecting words, phrases, clauses for various thinking patterns. [6] Avoids “forecasting” of next body idea, repetitious transitions or conjunctions, pointless repetition in conclusion and introduction. / Developing structures for more complex thinking patterns in prose tasks and genres: rhetorical (refutation, parallel, etc.); reasoning (inductive, deductive,abductive); formulaic (creative rhyme/rhythm or shifting mood/tone/time/voice/style…). Developing appropriate word/phrase/clause connectors for clear emphasis and meaning. / Logical, smooth order of complex ideas enhances meaning and effect. Generally controls structures and connectors for diverse thinking patterns between and within topic, main, and supporting ideas.Sense of overall structural emphasis and pacing leading reader to intended effect. / Logical, integrated order of complex ideas enhances meaning and effect. Consistent control of diverse structures and connectors to accomplish purpose/ effect for intended audience. Uses visual and sound pattern structures when appropriate to enhance meaning.
SENTENCE STRUCTURES
Orders words, phrases, clauses and punctuation marks for correct sentences and clear meaning. Punctuation includes { . ? ! , ; : A@ B / . . . ( ) [( )] } and beginning capital. Proficiency allows rare and minor errors at and below grade level. Ignore any above-grade errors.
Developing most coordinate and subordinatestructures (avoids misplaced words, phrases, clauses; dangling modifiers). Punctuates correctly who, whom, whose, which, that phrases/clauses. Commas or ( ) for inserted word(s) and MLA in-text source citations. / Generally controls standard sentence structures and punctuation to connect ideas between and within sentences. Developing effect/meaning with , vs. ( ) vs. -- vs. … vs. : vs. ; . Uses semicolon in a series or to replace/precede connector. MLA structures and punctuation. / Consistently controls standard sentence structures and punctuation for smooth connections, clear meaning and effect. “‘Quotes’ within a quote.” Double brackets [( )]. Drama structures and punctuation (asides, stage directions...) / Consistently controls complicated sentence structures and punctuation to clearly connect ideas (minor errors allowed). Structures and punctuates sentences for smooth reading or reference in research writing.
VOICE IN EXPRESSION (4P’s)
1.POV: 1st, 2nd, 3r.d person point of view
2.Perspective: past, present, future tenses 3.Personality:tone/attitude/characterization 4.Person/role Apictured@ by reader (vet, god)
All four voice elements appropriate for purpose and clear. Uses 2nd person/you POV only to address reader or in quotation / Appropriate, consistent 4 voice elements for purpose (real or assumed voice). Developing active voice, effective show, don=t tell devices. / Voice elements enhance effect and match style. Active vs. passive control. Developing indirect devices to show vs. tell. / Consistently controls voice elements, direct/indirect devices to reveal voice (connotation, tone shifts, descriptions…)
STYLE OF EXPRESSION
Effective choice of words, details, and techniques to enhance voice, meaning, emphasis. Consider use or intentional alteration of grammar rules, fluency, cadence (rhythm, sounds), literary devices (imagery, characterizing), literal, figurative, connotative devices. (Schemes alter order: repetition, climax, parallelism... Tropes alter word meaning: metaphor, euphemism, irony, hyperbole.)
Intentional choices to interest, make meaning(word choice; figurative, literal, literary devices). [6]Conditionals (Had he… he wouldn’t have. If I were/should..) Who/which/ that clauses. [7] Separated number, gender, case, parallel, climaxing, antecedent words are usually clear and agree; avoids inappropriate style shifts. / Appropriate and intentional stylistic choices to enhance meaning, purpose, tone. Specific language, nuances, and connotations enhance intended effect. Sense of fluency, cadence in word/phrase/clause choices. Avoids verbosity, redundancy, misplacement. Style is consistent with real or assumed voice elements. / Correlation between voice and style enhances meaning, purpose, tone, effect. Precise, succinct language enhances intended effect. Developing fluency; cadence; control of grammar/usage; rhetorical, literary, literal and figurative devices to clarify and unite ideas. / Controls correlation between voice and style. Vivid, precise language enhances meaning, intended effect, accomplishing purpose with appealing style. Controls cadence, grammar, usage; rhetorical, literary, literal and figurative devices to clarify and unite ideas as a fluent writer.
SPELLING CONVENTIONS
Capitals, homonyms, homophones, homographs, apostrophes, hyphens. Proficiency means words at and below grade level spelled correctly with minor errors. Ignore above-grade misspellings.
Spells intermediate 1-2-3-syllable words. [6]Silent sounds, harder blends. Single-group and plural possession. [7] Hyphen to combine words vs. slash to mean each word. / Uses and spells common adult-level words including commonly confused words, homophones, and rule-breakers. [9] Spells common words with no tie to spelling rules. / Uses and spells standard adult words. If spelling challenging words, may have minor errors in words that are confusing, hyphenated, foreign, or break rules. / Uses and spells appropriate academic words, with rare and minor errors in K-11 words. Spells common foreign words, special italicized letters/words.
TEXT CONVENTIONS
Format and appearance elements. Proficiency allows minor errors at and below grade level. Ignore above-grade errors. Ignore sentence structure, spelling, punctuation, grammar.
Friendly and business letter formats and text features (block vs. indent, heading, outline styles, bullets, symbols, visuals, letterhead). MLA sources, Works Cited. / Appealing presentation. Legible handwriting with 8-10 words per line. Common MLA format and requirements (in-text citations, authors, etc.). Italics, underline, or “ ” for special meaning. / Uses brackets ( ), [ ], < > as appropriate for genre. Uses range of appropriate MLA conventions (endnote, footnote…). Controls conventions for grades 1-9. / Correct MLA rules for LA research. (Aware of APA, Turabian, and other styles.) Controls conventions for grades 1 through 11 on first draft with rare errors.

Understanding developmental rubrics in Step Write Up: